Education | Educational Psychology for Elementary Teachers
P251 | 5748 | Kwame Dakwa

Required texts

McDevett, T. M. & Ormod J. E. (2002) Child Development and Education.
Upper Saddle River, New Jersey: Prentice Hall.
Workbook is optional.
Course Readings Packet (Online, access code will be given in class)

Course Description.

This course will have students reading and modeling various learning
and development principles as they relate to classroom instruction,
motivation, discipline, management, and exceptional students' needs.
There will also be discussion on topics assigned. Students need to
prepare themselves by reading all assigned material before attending
each class. The wealth of information available via the Internet will
be used to discuss and review trends in upgrading professional
development programs for in-service teachers, we shall reflect on past
and present foundations of educational psychology topics and also what
we perceive an ideal philosophy of education to be.

Course Objectives

On successful completion of this course, students can expect to have:
Knowledge of methods and practices in this field
Develop an understanding of the art and science of educational
Experience in developing a professional quality study of the topic of
their choice
Provided with succinct explanation of what is known about how students
Experience in presenting or defending a position in a topic of their
Prepared to be proactive decision makers with the theories of human
development and learning and understand their relevance to the field
of education.
Course Policies:

Attendance:  Regular attendance is expected. Participation in daily
activities and discussion is integral to your learning experience in
this class. If missing a class is unavoidable please notify me in
advance. Please arrive to class on time, as it is disruptive to your
fellow students to walk in late.

E-mail:  It is essential that you maintain an active e-mail account.
Correspondence relating to this course may be sent via e-mail so be
sure to check your account regularly.

Missed/late assignments:  Assignments are due at the beginning of
class on the date specified.  Missed assignments will receive a zero.
Late work, while acceptable, will receive a reduction of 10% of total
points possible for each day that it is late. Special arrangements
will be made only for extreme circumstances.

Class preparation:  You are responsible for reading the assigned text
prior to each class session. Daily activities and discussions will be
based on the assumption that you have read your assignments and are
prepared for class. As you read the text note concepts and/or terms
that you don't understand. These will be recorded at the beginning of
each session and will be addressed as needed in class, in lab, or via

Adaptations and Modifications:  If you have any special needs (i.e.
learning disability or other special circumstances) that would require
adaptations or modifications to regular assignments, exams, or due
dates you should notify me within the first week of class.

Academic integrity:  All university policies and regulations
concerning academic misconduct and stated in the Indiana University
undergraduate bulletin apply in this course.  It is your
responsibility to familiarize yourself with these policies.

Syllabus changes:  The course syllabus provides an overview of the
plan for each class session. The instructor reserves the right to
alter the syllabus as needed. Any deviations from the original
syllabus will be announced in class.

Grading Scale:

93%-96% ---A	
90%-92% ---A-	
87%-89% ---B+	
83%-86% ---B	
80%-82% ---B-	
77%-79% ---C+
73%-76% ---C
70%-72% ---C-
67%-69% ---D+
63%-66% ---D+
60%-62% ---D+
59% or less ---F
Grades will be determined on a point scale as follows:
Class participation:  [10]
Group project development and presentation:  [20]
Teaching Philosophy:  [10]
Journal Article Critique:  [30]
Concept Maps:  [30]
Learning Theory Paper:  [20]
Final Exam:  [30]
Your final grade???  [*/150 X 100]         	
Total possible points = 150

General Grading Guidelines:
A-Extraordinarily high achievement; shows unusually complete command
of the subject matter; represents an exceptionally high degree of
synthesis and application.
B-Very good, solid, above average quality of work; good synthesis and
C-Satisfactory quality of work; average level of synthesis and
D-Minimally acceptable performance
F-Unacceptable work, does not meet objectives of course.

Course Requirements/Assignments

Participation (10 pts): During the semester we will have four
classroom debates. The entire class will read all issues and students
will be expected to ask questions and offer opinions based on the
readings and the information provided by the debaters. Students will
also complete an evaluation form for each debate team. Points will be
awarded for active participation in and evaluation of the debates. If
you miss a debate you will also miss the opportunity to gain points.

Group Project (20 pts.):  Students will be divided into groups at the
beginning of the semester. You will be required to research and
analyze a specific educational psychology topic (with instructor
approval) and present to the class at the end of the semester. These
topics should address the areas of development, motivation, and
assessment. Your answers should be thoughtfully prepared and reflect
your knowledge of theories and principles studied.
Criteria for grading this assignment include:
Overall content and organization
Identification of strengths/weaknesses of your topic
Adequate use of "outside" references
Coherence, clarity and mechanics of writing
Effectiveness of presentation

Final Exam (30 pts.):  Testing can be both a learning aid and a method
of assessment.  The final exam, will be given in order to assess your
comprehension of the course material and its applications.  The test
will consist primarily of multiple-choice items, some matching items,
and a few essay questions.  Make ups will be considered only for
extreme and unavoidable situations and will be all essay questions.

Philosophy of Teaching (10 pts.):  This paper requires you to reflect
on why you want to teach and to develop your own personal philosophy
of teaching and learning. This involves a synthesis of what you have
learned about how students develop and learn, and the strategies
involved in teaching effectively. Your philosophy should also be
supported by theories and principles studied in this course. Specific
directions for the philosophy paper will be provided at the
appropriate time.

Learning Theory Paper (20 pts.): The format will be discussed in
detail in class. Students will be asked to demonstrate their
comprehension of learning theories by explaining it in their own words
to a layperson.

Journal Article Critique (30 pt.): Choose a current journal article
(less than two years old) of a research study.  You might want to
choose one in your discipline or on a particular issue related to
learning that interests you. Make a copy of the article. Read the
article.  Write a two-page summary/reaction to the article. Attach the
copy of the article to your paper. Detailed guidelines will be given
in class.

Concept Maps (10 pts. each):  Each student will be required to write a
paper about concepts studied in class and it's application in a
classroom context. There will be three concept maps due by the end of

**Important Notes
Follow all instructions for formatting papers (spacing, length,
Support your views with specifics (principles, theories, example.)
Proofread papers.



Week 1	
Sept. 3:
Introduction, course orientation. What is Ed Psych and why is it
Sept 5: Introduction
Ch. 1 McDevett

Week 2	
Sept. 10:
Ch. 2 McDevett
Online: Mechanisms of internalization and externalization of knowledge
in Piaget's and Vygotsky's theories.	

Sept. 12:
Ch. 2 McDevett
Online: Mechanisms of internalization and externalization of knowledge
in Piaget's and Vygotsky's theories.

Week 3	
Sept. 17:  Human Development
Ch. 3 and 9 McDevett 	
Sept. 19: Human Development
Ch. 3 and 9 McDevett

Week 4	
Sept. 24: Cognitive Development
Ch. 4 and 5 McDevett	Sept. 26: Cognitive Development
Ch. 4& 5 Concept Map 1 Due

Week 5	
Oct. 1: Language Development
Chap. 7 and 8 McDevett	
Oct. 3: Reading and Literacy
Ch.7 & 8 McDevett

Week 6	
Oct. 8: Intelligence
Ch. 6 McDevett
Online: Reflections of Multiple Intelligence by Robert Gardner	
Oct. 10: Intelligence
Ch. 6 McDevett
Online: Reflections of Multiple Intelligence by Robert Gardner

Week 7	
Oct. 15: Moral Development
Chap 10 McDevett	
Oct. 17: Moral Development
Learning Theory Paper Due

Week 8	
Oct. 22: Discussions on learning theories. 	
Oct. 24: Discussions on learning theories Concept Map 2 Due

Week 9	
Oct. 29: Class reflections and debriefing.	
Oct. 31: Class reflections and debriefing.

Week 10	
Nov. 5: Controversial Issue Reading
Debate - Does rewards enhance or hurt student learning? Chance & Kohn
articles	Nov. 7: Debate - Does rewards enhance or hurt student
learning? Chance & Kohn articles. Journal Article Critique Due

Week 11	
Nov. 12: Motivation & Self-regulation
Ch. 11 McDevett  	
Nov. 14: Interpersonal Relationships
Ch. 13 McDevett
Online Reading: Intelligence Friendly Classroom by Fogarty, Robin

Week 12	
Nov. 19: Environmental issues
Chap 12 & 14 McDevett	
Nov. 21: Environmental issues
Ch. 12 & 14 McDevett
Concept Map 3 Due

Week 13	
Nov. 26:
Guest Lecture	
Nov. 27:

Week 14	
Dec. 3: Group presentations
Dec. 5: Group presentations

Week 15	
Dec. 10: Review for Final Exam	
Dec. 12: Review for Final Exam
Teaching Philosophy Due
Week 16	
Dec. 17: Final Exam @ 12:30	

M101:  Laboratory and Field Experience

The purpose of the lab and field experience is to allow you to explore
practical applications of theories from educational psychology.  In
the field you will have the opportunity to view the classroom from a
new perspective - that of a teacher.  The lab time will be used to
discuss and reflect on what you have encountered (through observation
or participation) in your classrooms. A number of resources will be
used to facilitate the lab sessions (videos, the web, guest speakers

M101 is graded on a pass/fail basis. To pass the class you must
complete the following:
20 hours in the field (arranged through Field Experience Office)
Satisfactory rating of field experience from your cooperating teacher
Reflective teaching journal
All lab assignments
Regular attendance and active participation in lab sessions
(No more than 2 missed labs allowed)

Reflective Teaching Journal:  You will be required to have a 3-ring
binder in which you will keep all observations and reflections (this
will be your journal).  Each week you are required to make a 1-2 page
entry in your journal.  Begin each entry with the date, time, and
place of your field experience and include observations/activities
from each of your field visits as well as any questions or concerns
that arise about classroom observations. In addition, you should type
a 2-3-paragraph reflection about what you learned from each
observation, making connections with materials studied in class.  This
reflection page should be handed in to me at the beginning of lab each
week (it will be returned to you for inclusion in your journal). You
will be provided with a set of specific questions/directions to be
addressed at each field visit. These should be incorporated into your
observation report and reflections. Periodically, I will check your
journals so be sure to bring them to every lab session.
*Reflection can be defined as rethinking or considering an experience
as it relates to specific objectives or goals, in this case teaching
and learning.

The Field Component
Field experience provides you with the opportunity to observe and work
with teachers and students in real classroom settings. You will have
the opportunity to examine the daily lives of teachers.  It is your
responsibility to adhere to the professional standards (dress,
behavior, etc.) set by the school in which you are placed. Your
actions and behaviors reflect not only on you but also on the teacher
education program at Indiana University. The principals and teachers
that you will be working with are opening their classrooms to you, and
you in turn should respect their kindness by being prompt, courteous,
and professional.

Indiana University School of Education Principles
INTASC Core Standards

The IU School of Education provides a core of six principles as a
framework for the development of education classes. P251, Educational
Psychology for Elementary Teachers, is organized around these
principles which include: community, critical reflection, meaningful
experience, intellectual/personal/professional growth, knowledge and
multiple forms of understanding, and personalized learning. This
course incorporates these principles in daily activities, assignments,
field experiences, and discussions. More information and explanation
can be found online at:

In addition, this course also adheres to the "Model Standards for
Beginning Teacher Licensing and Development" as established by the
Interstate New Teacher Assessment and Support Consortium (INTASC).
These standards identify a "common core of teaching knowledge and
skills" that INTASC deems necessary for effective, high quality
teaching. More information about INTASC and the model standards can be
found online at:

P251 specifically addresses INTASC standards (described as principles)
2.1A, 2.1B, 5.1A, 5.1B, and 8.1A as explained below.

Principle 2.1 A
Understands how children learn and development
Students will read and critique several case studies. They will answer
questions and analyze the situations from a developmental perspective
focusing on the appropriateness of lessons and teacher expectations.
In addition, students will also demonstrate their understanding of
development and learning by successfully answering exam questions.

Principle 2.1 B
Over the course of P251, each student will develop a personal
Philosophy of Teaching and Learning.  At the end of the course
students will submit a written philosophy statement that incorporates
theories and concepts learned and that also describes their
understanding of child development.

Principle 5.1 A and B
Understands individual and group motivation
Case studies (text, video, or ILF) focusing on motivational issues
will be read or watched. Students will analyze specific situations in
terms of types of motivation, effectiveness of practices, and reasons
for various behaviors observed.
In addition, the Reflective Teaching Journal for M101 includes the
observation and analysis of teaching strategies used to promote
extrinsic and/or intrinsic motivation.

Principle 8.1 A
Understands formal and informal assessment strategies
Several methods will address assessment strategies. Students will
assess one another's performance on the classroom debates. A rubric
will be provided and these assessments will be included as part of the
grade that each student receives for the project.
A case study will be presented in which students are asked to grade
the final writing assignment of an elementary student. Students must
then verbally defend their grade assignments based on their
understanding of assessment goals.
A lab activity will also involve students working in groups to develop
assessment portfolios which will include a minimum of five assessment
strategies. The students must present and explain each strategy and
provide examples for the class.